INTEGRATION OF ARTIFICIAL INTELLIGENCEIN THE PROCESS OF PERSONALIZATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS

The article examines the possibilities and risks of integrating artificial intelligence into the process of personalization of continuous professional development of teachers. A structural and substantive analysis of the most relevant areas of professional development has been performed: mastering digital technologies, immersion in professional communities and network projects, publication activity, etc. The factors influencing the personalization of the trajectory of continuous professional development of teachers have been identified, their characteristics have been given, the role of the educational organization and individual self-determination of the teacher in the development has been established. Promising and effective opportunities of artificial intelligence that affect the results, flexibility, and increased personalization of professional development of teachers in the process of its planning, organization, and evaluation have been identified. Findings and conclusions have been made on the need to comply with ethical standards, provide digital infrastructure, and improve the teachers’ digital literacy for the successful integration of artificial intelligence into the system of continuous professional development of teachers. Methods: a structural and substantive review of sources (2021–2025) and a pilot survey of teachers (N=132). The highest demand for AI-enabled personalization was reported for mastering digital technologies (78%), in-service training courses (72%), and self-education (63%).